overview of dual language education...mid-1960s dade county, miami 1970s washington d.c. - 50/50...

Overview of Dual Language Education

Middle Grades Collaborative Ellen Ochoa Learning Center

March 31, 2016

LAUSD

Multilingual & Multicultural Education Department

Dual Language/Bilingual Programs Office

Agenda� Overview of Dual Language Education

� Definition and Goals� Dual Language History and Profile� Thomas and Collier Study on DLP� Benefits

� Implementation Guidelines� Q&A

March 2016DL/Bilingual Programs Office

Dual Language Education

3

� Dual Language is an umbrella term for various programs in which students are taught:� literacy and � content in two languages.

March 2016

Foreign/Second Language Immersion Programs

“The student population is composed entirely of native English speakers who may be from a variety of cultural groups, and instruction is provided in English and a second language, such as French or German”

Howard, Olague & Rogers (2003). The Dual Language Program Planner:

A Guide for Designing and Implementing Dual Language Programs

4

EO/IFEP

DL/Bilingual Programs Office

Developmental Bilingual Program

“The student population is composed entirely of language minority students from a single language background (such as native Spanish speakers, native Chinese speakers, etc.) and instruction is provided in English and the students’ native language.”

Howard, Olague & Rogers (2003). The Dual Language Program Planner:

A Guide for Designing and Implementing Dual Language Programs

5Intro to DLP/MBE, Summer

2014

EO/IFEP

EL


Two-Way Immersion ProgramTwo groups of students are mixed in the same classroom:

• English speakers • English learners who speak the Target Language

To receive instruction in English and the Target Language to develop academic proficiency in both languages

Intro to DLP/MBE, Summer 2014

Intro to DLP/MBE, Summer 2014

EO/IFEP

EL EL

EO/IFEP

Per Master Plan for ELs, Two-Way Immersion = Dual Language ProgramDevelopmental Bilingual = Maintenance Bilingual EducationDL/Bilingual Programs Office 6

Goals

Bilingualism and Biliteracy

Academic Proficiency

Cultural Competence

7 March 2016DL/Bilingual Programs Office

8

Historical BackgroundIt all began in Canada in the 1960s…

NationMid-1960s

Dade County, Miami

1970sWashington D.C.- 50/50Chicago- 50/50San Diego- 90/10

The first DLPs were modeled after the Canadian French/English model

Miami

St. Lambert1965

Washington DC

San Diego

Chicago

Los Angeles1991

St. Lambert1965

Historical Background - LAUSDDual Language Programsu 1991: Spanish/English u 1992: Korean/English u 2007: Mandarin/English

Maintenance Bilingual Education Programu 2013: Spanish/English

Korean/English

Foreign Language Immersion Program (Elem)u 2015: French/English

Mandarin/EnglishSpanish/English

In 2003, all dual language programs came under the purview of the Dual Language Office.

9 March 2016DL/Bilingual Programs Office

Dual Language Education

10

§ Nation: Center for Applied Linguistics (as of July 2011)

§ 396 programs in 30 states and Washington D.C.§ DLPs offered in 7 languages: Spanish, French, Cantonese,

Korean, Japanese, Mandarin and German§ As of July, 2015: 458 records are found in the directory

§ California: California Department of Education (as of July 2015)

§ 201 locations

§ LAUSD (as of July 2015)

§ 56 DLP § 6 MBE§ 3 FLI


DL/Bilingual Programs Office 11

Dual Language Program (DLP)(Two-Way Bilingual Immersion)

Maintenance Bilingual Education (MBE) Program

Transitional Bilingual Education (TBE) Program

Foreign Language (One-Way) Immersion Program (FLI)

Program Goals Bilingualism and Biliteracy Bilingualism and Biliteracy English Bilingualism and biliteracy

Grade-Level Span K-12 K-5 K-3 K-12

Number of Programs/ Languages Offered

Total: 56•Spanish-44(36 Elem; 8 Secondary)•Korean-9(6 Elem; 3 Secondary)•Mandarin-3(2 Elem; 1 Secondary)

Total: 6•Spanish (5 Elem)•Korean (1 Elem)

Total: 10•Spanish (9 Elem)•Korean (1 Elem)

Total: 3•Spanish (1 Elem)•Mandarin (1 Elem)•French (1 Elem)

Designed for · English learners · English proficient students

· English learners · English learners • English proficient students

Amount of Time in Target Language*

Elementary:50%-90% of daily instructionSecondary:2-3 periods out of a 6-period day

50%-70% of daily instruction Begins with 70% primary language, by 3rd grade almost all instruction is in English

Elementary:50%-90% of daily instructionSecondary:2-3 periods out of a 6-period day

Content Taught in Target Language

· Academic subjects· Language· Culture



• Academic subjects• Language• Culture

State/District Mandates

· CA Ed. Code, Section 310· LAUSD EL Master Plan · “E Req. of A-G in secondary

· CA Ed. Code, Section 310· LAUSD EL Master Plan

· CA Ed. Code, Section 310· LAUSD EL Master Plan

· “E Req. of A-G in secondary

Multilingual Instructional Program Pathways

Why Should my Child Continue in the Dual Language Program in Secondary?

Average performance of native English speakers

Transitional bilingual programs, taught through contentTransitional bilingual programs, taught traditionally

60

50

40

30

20

10

1 3 5 7 9 11

NCE

Two-way programs

Maintenance bilingual programs

ESL programs, taught through content

ESL programs, taught traditionally

61

52

40

35

34

24

GRADE

PERCENTILE


ResearchFindings:Thomas&Collier,1997

Benefits of Dual Language EducationBilingualism and biliteracy

Appreciation of cultural diversity

Cognitive flexibility

California State Seal of Biliteracy

Participation in advanced language courses

Satisfaction of graduation and college admissions requirements

College credit through Advanced Placement exams

Employment/apprenticeship/internshipMarch 2016DL/Bilingual Programs Office 13

Cognitive Benefits of Dual Language Education

ü Become SMARTER- students tend to score better on standardized testing particularly in math, reading, and vocabulary (when compared to monolingual students)

ü Build MULTITASKING skills- skilled at switching between two systems of speech, writing, and structure

ü Delays DEMENTIA- may remodel parts of the brain; first signs at age 75 instead of 71

ü Improves MEMORY- language rules and vocabulary strengthen mental “muscles”

ü Increases PERCEPTION- adept at focusing on relevant informationü Increases DECISION-MAKING skills- make more rational decisionsü Improves LANGUAGE awareness- language structures allows for an

more effective communicator, sharper editor and writer, and develops better ear for listening

DL/Bilingual Programs Office March 2016

15

Labor Market Advantagesof Bilingualism

Gandara,P.(2015).RethinkingBilingualInstruction.EducationalLeadership,(March,2015),60-64.Retrievedfromwww.ascd.org

DianaPorras,JungyeonEe,andPatriciaGándarasurveyedalmost300large,

medium,andsmallbusinessesinCaliforniaacrossallsectorsofthe

economy(2014)

In the areas of management services, transportation, and hospitality, the percentage rose to between 80 and

100 %

Across the board, 2/3 responded that they would prefer bilingual employees

if their skills were comparable to monolingual employees

English Language Video

Dual Language and Foreign Language Immersion Program

Elementary Instructional Models

17

50/50 ModelSpanish, Korean,

French, Mandarin• 50% of day in

target language in kindergarten

70/30 ModelSpanish

• 70 % of day in target language in Kindergarten

90/10 ModelSpanish

• 90 % of day intarget language in Kindergarten

Maintenance Bilingual Education Program


• ELA• ELD (For ELs)• Math• Science• Social Studies• P.E.• The Arts

� TLA –Target Language Arts

� TLD –Target Language Development (For EOs and IFEPs)

18

Additional Subjects in Dual Language

Taught in English and Target Language


19

BILINGUALTeacher

AM--ENGLISH

PM--MANDARIN

Elementary Self-Contained Model


20

Group A

Group B

Group B

Group A

ENGLISHTeacher

MANDARINTeacher

AM

PM

ElementaryTeamTeachingModel


How is the program different in Secondary from what my child got in elementary?

Instruction in allacademic subjects in both languages

In a 6 period day:At least 2 periodsare taught inthe target language and all other periodsare taught in English

Period English Learners English Only/FEPs

1 ELD/ENGLISH ENGLISH

2ELD or Language Electivein the target language

ELECTIVE (Target Language Arts)

3 MATH MATH

4 SOCIAL STUDIES(in the Target Language)

SOCIAL STUDIES (in the Target Language)

5 SCIENCE SCIENCE

6 P.E. P.E.

What are our middle grades students in DLE programs learning?

§ Instructional program for English Learners and EO/FEP students (Two-Way Immersion).

§ Standards-based academic instruction in English and in the Target Language. At least two periods out of a 6 period day are taught in the target language.

§ Students have the opportunity to earn the 2-year Languages Other than English LAUSD graduation requirements beginning in middle school (A-G graduation requirements for LOTE) (*3 Years recommended for UC).

What else might we consider when talking about language learning in MS?

Q & A

Dual Language/Bilingual Programs Office

Anne Kim, [email protected] España, SpecialistJudith Iguina, Specialist

24

World Languages & Cultures

Kate Sohn, [email protected]


overview of dual language education...mid-1960s dade county, miami 1970s washington d.c. - 50/50...

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